The Potential of International Large-Scale Assessments for Meta-Analyses in Education

Abstract

Meta-analyses and international large-scale assessments (ILSA) are key sources for informing educational policy, research, and practice. While many critical research questions could be addressed by drawing evidence from both of these sources, meta-analysts seldom integrate ILSAs, and the current integration practices lack methodological guidance. The aim of this methodological review is therefore to synthesize and illustrate the principles and practices of including ILSA data in meta-analyses. Specifically, we (a) review systematically whether and how existing meta-analyses included ILSA data; (b) present four inclusion approaches (i.e., analytic steps, potential, challenges); and (c) illustrate the application of these approaches. Seeing the need for meta-analyses on educational inequalities, we situated the review and illustration in the context of gender differences and socioeconomic gaps in student achievement. Ultimately, we propose an analytic framework outlining the steps meta-analysts could take to utilize the potential and address the challenges of ILSA data for meta-analyses in education.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 10 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.